This white paper explores program changes, the use of modular classrooms, leasing, and public/private partnerships as alternatives to new construction and major renovation of Portland, Oregon's public schools 5p

Discusses a variety of ways in which the Portland District makes efficient use of its school sites including use of modular classrooms, building multi-story schools, sharing use of school sites for both District and other public/community agencies, locating schools on smaller sites, alternative parking arrangements and use of swing sites. 6p

Descriptions of the winners of the "Future Proofing Schools" design competition where designers where invited to submit their ideas for the next generation of relocatable classrooms. The competition, sponsored by the University of Melbourne, the Melbourne School of Design (MSD) and the Australian Institute of Architects, sought to elicit innovation, creativity and blue-sky thinking future.

Shows a classroom of the future, a prefabricated and relocatable classroom unit that integrates into the landscape while enhancing the learning environment, allowing adjustments for changing needs of remote schools. Transforming the stigma of unsightly and unpleasant moveable architecture, this design attempts to make learning fun and exciting within a sustainable, practical and cost effective structure. Designed by Australia's laboratory for visionary architecture [LAVA]. Includes renderings, diagrams, and perspectives.

Describes Gen7 modular classrooms built at Albany High School in Albany, California The classrooms offer a number of eco-friendly features, an inspiring learning environment and a budget-friendly price tag. 1p

Annual report of the permanent modular construction industry includes a description of benefits of this type of construction, plus a discussion of sustainability aspects. Includes case studies of student housing in two colleges, and a zero carbon school building. 15p.

Discusses advances in modular construction, focusing on use of building information modeling (BIM), improved jobsite efficiency, greater use of offsite fabrication, innovative demonstration installations, and effective performance measurement. 16p.

This thesis rethinks how schools adapt to change, by exploring themes of flexibility and adaptability. Flexibility in the short term allows learning spaces to be a platform for changing pedagogy or technology. In addition, adaptability in the long term allows for the architecture to absorb changes in enrollment. Education facilities around the world are constantly fluctuating between being over-crowded and under utilized. This thesis explores opportunities for the architecture of the school, from the master planning and organization of program to the construction methods of the building, to adapt to this change. A systematic approach is established where a pre-fabricated kit of parts is defined and utilized to create learning communities, which incrementally expand or contract from the core of the school. This thesis proposes this system of adaptable design as a solution to optimizing space utilization in public schools, grades pre-kindergarten through eight, in Washington D.C. [Author's abstract] 94p.

Advises the modular building industry on how it can benefit from an awareness of the LEED Building Rating System. Topics include sustainable siting, recycling, water efficiency, energy use, outdoor and indoor air quality, materials use, innovation, and design. Examples of LEED credits that can be earned by attention to these areas are detailed. 40p.

Briefly addresses North Carolina's requirements for pre-engineered buildings at schools, including recommendations for design and construction, as well as requirements for minimum drawings for review. 7p.

Advises child care providers on finding a site that is suitable to their program, affordable, code compliant, and accessible. Modular buildings are addressed, and advice on securing a site once one is identified is included. 6p.

Describes the state of the modular building industry during 2007 and includes a breakdown of which sectors purchased modular buildings for both permanent and temporary use. Modular buildings for education was the second highest category, representing 24% of purchases. The report also indicates that manufacturers have improved upon construction methods and materials to provide cost-effective, high performance structures. Some of these companies are working with organizations such as the U.S. Green Building Council (USGBC) and the Collaborative for High Performance Schools (CHPS) to identify and meet the requirements set forth by these green building groups.

Profiles a "green" modular classroom in use in Lincoln, Massachusetts, featuring daylighting, automated dimmers, high-efficiency HVAC, air and vapor barriers, and low-VOC interior products. 3p.

Briefly describes Arizona's Shonto Preparatory School, a small modular high school that serves Navajo students in the north central part of the state. The design process included guidance from a Navajo Architect practicing neo-traditional native American architecture to create culturally significant design elements throughout the building interior and exterior. 2p.

Presents numerous graphs comparing the energy use for a conventional versus a high- performance modular classroom. The total energy consumption of the high-performance unit was 30% less than that of the conventional unit. Figures for HVAC, lighting, hot water, and plug load use are broken out as well. Graphs are presented for each month of the year, with special attention to the extreme-temperature months of February and July. Ventilation and carbon dioxide levels are also covered. 18p.

Covers key components of good modular educational building design, including effective interior layout, quality exterior design that does not look like a trailer, flexibility that allows for growth, and relocatability. 1p.

Profiles SchoolParasites, three commissioned modular school designs in the Netherlands. The book documents the designs, addresses the interaction of architecture and education, the innovation of the schools, permanence and temporariness, and how intelligent and flexible solutions can play a role in the restructuring of urban areas. 176p.

Collects the recommendations of designers, manufacturers, child development experts, contractors, government personnel, and financing experts on the use of modular construction in early childhood care and education. Indoor and outdoor design enhancements include larger and lower windows, homelike facades, courtyards, child-scaled entry paths, and covered outdoor decking. 32p.

Presents a prototype modular early childhood facility, featuring the rotation of one modular of a 3-modular unit to break up the repetitive, boxlike nature typical of modulars. The turning of one unit creates new habitable spaces that can used for outdoor learning and as transitional entrance areas. 12p.

"Commercial Modular Construction Magazine" regularly contains articles where the use of modular schools and classrooms is highlighted. This document contains a selection of those articles, including: (1) "Relocatable Classrooms Come of Age" (Michael Roman); (2) "Systems Building" (Laurie Robert); (3) "Realizing Modular's Merits" (Michael Roman); (4) "Toward Cooler, Quieter, Energy-Efficient Portable Classrooms" (Pamela Reynolds); (5) "Modular Construction Delivers NJ Pre-School" (Bill Ulrey); (6) "School District Saves $200,000 with Permanent Modular Construction" (Doug Crawford); (7) "Access Analysis for Two-Story Classrooms" (Tom Shield); and (8) "Replacement Modular Buildings" (Steven Soenksen). 26p.

This publication contains brief articles concerned with modular school structures. Some articles offer examples of such structures at actual schools. The articles in this issue are: (1) "Re-Educating Schools" (Chuck Savage); (2) "Tax-Exempt Financing for Public Schools" (John Kennedy); (3) "Help Us Rebuild America" (Michael Roman); (4) "Case Study: Addition Helps School Keep Pace with Growth" (Laurie Robert); (5) "President's Message: Can You Hear Your Facilities Costs Skyrocketing?" (Michael Roman); (6) "Charter School: Up & Running" (Doug Crawford); and (7) "Preventing Mold Growth in Temporary School Structures" (Bruce Stewart). 26p.

The ojective of this investigation was to evaluate innovations that would enable modular classroom builders to improve the energy performance of their classrooms, including improved insulation, better windows, daylighting, cross-ventilation, heat recovery, and radiant barriers for cooling dominated climates. The preliminary results discuss the classroom simulation model; preliminary research; building geometry; energy baseline for various climates; comparison of simulation model to measured data; issues associated with ventilation and infiltration; analyzed measures, and results. 12p.

This publication contains brief articles concerned with modular school structures. Some articles offer examples of such structures at actual schools. The articles in this issue are: (1) "An Architect's Perspective: Convincing a Skeptic" (Robert M. Iamello); (2) "66 Portables for San Mateo High" (Steven Williams); (3) "Case Study: Charter Schools" (Robert Airikka); (4) "Studyin' Trailers--Part 3" (Michael I. Roman); (5) "Design-Build" (Linc Moss); (6) "How To Obtain a Modular Facility Identical to a Site-Constructed Facility" (Mike Morton); (7) "Permanent Modular Construction: A Growing Trend" (Steve Sickman); (8) "Studyin' Trailers--Part 2" (Michael I. Roman); (9) "Classroom Accessibility" (Robert Gorleski); (10) "Hall-Dale Elementary" (Steven Williams); (11) "Laying A Foundation" (Jerry Brosius); (12) "Modular 101" (Michael I. Roman); (13) "So, You Want To Buy a Portable Classroom" (Randall D. Holler); (14) "Studyin' Trailers--Part 1" (Michael I. Roman); and (15) "Temporary Classrooms" (Judy Smith). 44p.

This publication contains brief articles concerned with modular school structures. The articles offer examples of such structures at actual schools. The articles in this issue are: (1) "Elementary K-8 Modular Courtyard"; (2) "School District #33, Chilliwack, BC"; (3) "New Elementary School for Briarwood, NY"; (4) "Addition to Queens Intermediate School"; (5) "Elementary School Addition for Patterson, NJ"; (6) "Federal Way Public Academy"; (7) "Awakening Seed School"; (8) "Challenge Charter School"; (9) "Flagstaff Montessori School"; (10) "Gateway Headstart"; (11) "J. P. Ryon Elementary School Gets Temporary Classrooms"; (12) "Hartfound County, Md. Gets New Classrooms"; (13) "Children First Daycare Center"; (14) "Central High School"; (15) "College Wood Elementary"; (16) "Private School Addition, Toronto, Ontario, Canada"; (17) "Portable Classroom, Burlington, Ontario, Canada"; (18) "Echo Shaw Elementary School, Cornelius, Oregon"; (19) "Educational Classrooms, New York, New York"; (20) "Dillard University Dormitory New Orleans, Louisiana"; (21) "Temporary Classrooms, Houston, Texas"; (22) "Inland Hill Church Educational Building, China, California"; (23) "Daycare Center, Richmond, Texas"; (24) "Josiah Quincy Upper School, Boston, Massachusetts"; (25) "Special Education Building, Oberlin, OH"; (26) "St. Maximilian Kolbe Church, West Chester, Pennsylvania"; (27) "Permanent Daycare Center, Buffalo, New York"; (28) "Woodmont Academy, Woodstock, Maryland"; (29) "Life Christian Academy, Riverside, California"; (30) "Brice Christian Academy, Columbus, Ohio"; (31) "Cincinnati Country Day School, Cincinnati, Ohio"; and (32) "Bellevue Daycare Center, Bellevue, Washington." 33p.

This publication contains brief articles concerned with modular school structures. Many articles offer examples of such structures at actual schools. The articles in this issue are: (1) "Modular Classroom Additions"; (2) "Heywood Elementary School Project"; (3) "King County Directors Association (KCDA) Signs Contract for Modular Classrooms"; (4) "Freshman Campus at Tuscon, AZ"; (5) "Relocatable Classroom"; (6) "Northridge--The Modular Building Industry & the Reconstruction of California State University" (Lisa Gergen); (7) "Portable Classrooms: The Permanent Solution" (Michael I. Roman); (8) "Virgin Islands Classroom Project"; and (9) "Rosewood, Ohio Project." 18p.

This paper describes a study that would enable modular builders to improve the energy performance of their classrooms without increasing their first cost. The Modern Building Systems' classroom building conforms to the stringent Oregon and Washington energy codes, and, at $18 per square foot, it is at the low end of the cost range for modular classrooms. The study investigated daylighting, cross-ventilation, solar preheat of ventilation air, and thermal storage as ways to reduce energy use. 7p.

Describes India's Central Building Research Institute program of partial prefabrication of school buildings in the state of Uttar Pradesh. The program provides the elements of a basic shelter--foundations, supporting columns and a roof--in places where primary schools are needed. The local community is to provide the wall panels, windows, doors, and floor, using local materials and at its own expense. The criteria for the design of the prefabricated elements included 1)simplicity in assembly, 2) ease of transport using lorries or bullock carts, and 3) weight low enough to permit easy handling. This case study details the school designs and the development of the organizational structure to meet the total building program for 5,000 or more schools in a period of three years. 68p.

Description of the pre-engineered buildings produced by Project Frog for the Watkinson School in Hartford, Connecticut, a venue for secondary level lectures, seminars, and laboratory work dedicated to interdisciplinary science and global studies. The 3,500-square-foot facility is net zero energy.

Describes environmentally friendly kits, called PodSolves, that consist of steel framing that comes together to form flexible classroom units. The classroom pods are designed to serve as standalones or integrated with more traditional construction.

Describes the Collaborative for High Performance Schools (CHPS) new Prefab Classroom program that expands the CHPS Verified program to provide a certification for high performance modular and relocatable classrooms.

Describes the Los Angeles Unified School District’s competition to design a pre-fabricated school building that’s flexibly attuned to its site and ecologically sustainable. Explains what a portable and modular classroom is, and discusses the advantages and disadvantages. Outlines opportunities for architects in their design.

To upgrade their facilities and replace portable classrooms, Los Angeles held a design competition for modular pre-fabricated schools flexible enough to respond to their site and environment. Details the three winning prototypes for the educational buildings.

Reports that the Los Angeles Unified School district has signed a contract with Gonzalez Goodale Architects through a competitive design process for new school building prototype to replace thousands of temporary classrooms. Work will begin immediately on a new academic building built primarily of prefabricated materials. The 33,000-square-foot, two- to three-story prototype will be built in two phases and will be designed with flexibility to serve as a classroom, dance studio, science lab or library, depending on the needs of the school.

Discusses the "green" virtues of modular school construction, with less site disturbance and more efficient use of materials. Advantages to construction scheduling, indoor air quality, and flexible deployment are also addressed, and four case studies are included.

Analyzes Catalonian schools built using advantageous prefabricated technologies that improve the building process and reduce the environmental impact of the building. These technologies can have a positive influence upon learning activities. Includes an introduction about the prefabrication of hundreds of schools since 2000, and an analysis of the main architectural features that belong to these industrialized school buildings. Studies if these architectural features could have an impact on the learning process and/or affect the curriculum, and analyses this teaching process by interviewing several schools' teaching staff. Conclusions are drawn and recommendations are made for future educational projects.[author's abstract]

Profiles two joint-use facilities and one modular high school honored for functionality, frugality, design features and balance, ability to inspire learning, and flexibility. The joint-use facilities are the Lunda Center at Wisconsin's Western Technical College and the Centennial Hills Library of the Las Vegas-Clark County Library District. The modular facility is High Tech High School in Chula Vista, California. Photographs, building statistics, and a list of project participants accompany the text.

Makes a case for superior impact with the use of green modular classrooms for achieving LEED goals.  Advantages include ease of siting, off-site construction with minimal waste, and efficient installation that is impossible during bad weather on site. 

Describes school facility winners of the 2010 Modular Building Awards, profiling ten temporary and permanent modular facilities.

Discusses how innovative building manufacturers are designing new modular classrooms that offer a range of eco-friendly features, an inspiring learning environment, and the right price. Examines the idea of the building as a teaching tool. The energy-neutral modular building by Project Frog is outfitted with 60 solar panels that generate enough electricity to power the structure, with perhaps a surplus.

Discusses the benefits of modular and precast construction to school design, time and money saving, sustainability, and project phasing. Advances in both methods that produce aesthetically pleasing buildings are emphasized.

Provides three articles describing the use of concrete in sustainable school building. Precast systems, modular units, and autoclaved aerated concrete are discussed.

Discusses modular construction and sustainability as it relates to LEED prerequisites for the categories Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources, Indoor Environmental Quality, Innovation and Design, and Regional Priority.

Profiles the modular classrooms of Project FROG (Flexible Response to Ongoing Growth), which use 75 percent less energy than conventional modulars, and feature high ceilings and abundant glazing for daylighting.

Describes how modular buildings can play a significant role in sustainable building, as the modular building industry includes more environmentally conscious design, materials, and construction practices.

Discusses how the modular building industry has improved the environmental credentials of their products with improved materials, acoustics, adaptability to passive and active environmental strategies, control of construction waste, and recyclability of the modular unit itself.

Summarizes potential sustainable features of modular construction, highlighting opportunities in the LEED categories of Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources, Indoor Environment Quality, and Innovation and Design.

Presents four school facilities that were built with modular technology, yielding permanent solutions that were accomplished on accelerated construction schedules.

Describes recent uses of modular construction at two higher education institutions, accommodating the aesthetic of the campus, while working on an accelerated schedule and a tight construction site.

Reviews recent progress in modular building that has helped it gain a larger share of the construction market in recent years. Features and benefits of current, sophisticated modular construction are covered. Advantages to school systems include quicker construction, less site disturbance, and controlled building techniques that may yield a building with lower environmental impact.

Describes recent LEED-certifiable modular classroom units that are highly energy efficient and feature the use of environmentally sensitive building materials, daylighting, cool roofs, occupancy sensors, and other high performance building features.

Reviews the creation of this Arizona reservation school, featuring culturally significant design elements derived from trips through the surrounding landscape, and then incorporated into a cost-saving modular construction.

Profiles the custom prefabricated construction of the two-classroom Montessori Children's Center in San Francisco The spatial programming and design ideas respond to the curriculum by emphasizing the connection to nature and the distinction between indoors and outdoor. Plans, photographs, and a list of project participants are included.

Case study of the Brandlehow Primary School classroom extension in Putney, which opened in January 2006. It is only the UK's second education project to use the prefabricated, wood FinnForest Merk system from Germany, which enabled the addition to be built in a matter of weeks. The new Brandlehow addition consists of a wood building linked by a glazed corridor to the existing building. The FinnForest Merk solid wood walls are highly insulated and clad with cedar boarding.

Describes the virtues of permanent modular school construction, including speed of construction, lower costs, and less disruption at the site.

Describes a "green" modular classroom that is not delivered in halves, but as a single unit with movable walls.

Describes this San Francicso design company's efforts to produce attractive, high performance modular classrooms as an alternative to trailers. Two of the firms models are described, featuring good acoustics, daylighting, and flexibile configuration.

Describes multiplex modular classroom configurations that provide higher quality accommodation than trailers. Installation advice for temporary multiplex modular facilities is included, accompanied by descriptions of successful examples.

Discusses temporary and permanent modular construction, citing their differences and describing precast modular construction in particular.

Describes the Wake County Public School Systems steps to address rapid growth in their school population, including modular campuses, ninth grade centers, adaptive reuse of commercial structures, and a year-round calendar.

Explains the benefits of precast concrete in school construction, citing short- and long- term savings, speed of fabrication and assembly, plasticity, and choices in exterior finishes that include real or emulated stone and brick.

Reports on an investigation of design improvement for a water source heat pump where the water was stored in flexible plastic bladders resting on the ground beneath modular classrooms. The design improvements replaced the bladders with heat exchangers constructed of PVC pipe. Design, costs, and assembly procedures for the PVC heat exchanger are presented.

Profiles a modular classroom design that is airy, flexible, attractive, and suitable for K- 12 or higher education. The system involves a "sled" that houses mechanical, electrical, and telecommunications systems, a "shed" that sits on top of that and houses the classroom area, and a "power pack" affixed to the end that can house operating equipment, a restroom, office, or laboratory.

Describes Florida's use of modular construction, instead of portables, to create classroom space quickly. The trend away from portables was initiated by 1997 state legislation for classroom accessibility, wind resistance, and technology connectivity. Later legislation requiring smaller class sizes, the elimination of older portables, and the overall reduction of portables by half combined to necessitate a method of quick building. The costs, designs, furnishings, and popularity of the modular facilities are detailed.

Presents eight methods for ventilation control in modular classrooms.

Case study of Houston's Robert Browning Elementary's new temporary modular building, erected on tricky triangular site and featuring an unusual exterior and courtyard. This project demonstrates how thoughtful design can enhance a low-budget project.

Describes the use of modular construction by Seattle Pacific University and Seattle Girls School. Both institutions opted for modular construction to accommodate their restrictive budgets, small sites, and the need to minimize disruption on the campus.

Describes a permanent modular addition to the Mathematics, Civics and Sciences Charter School of Philadelphia, which was built in six months, including sixteen weeks of factory construction. The addition maintains the architectural integrity of the existing building and of the downtown Philadelphia site.

This supplement presents three articles on modular construction that look at: "Fast Track Expansion for a New Jersey School" (involving a modular addition); "Precast Construction Helps Schools Meet Attendance Boom" (precast concrete components are quick, durable, and flexible); and "Airing HVAC Concerns" (poor indoor air quality in prefabricated portable and relocatable classrooms).

Case study of building a district office for the administrators of School District 30 in Northbrook, Illinois, using the fast track techniques of modular construction to create their new headquarters, while saving money.

The purpose of this article is to examine State and Federal accessibility law, district responsibilities, and potential liabilities in the use of elevators versus wheelchair lifts where modular or relocatable two-story classrooms are added. This article deals primarily with issues in the state of California.

Case study of the Early Childhood Development Center at the Samuel Smith Elementary School in Burlington City, New Jersey. This is a single-story, twelve-classroom facility built within 8 months using modular technology.

This article answers the following questions about leasing modular classrooms: 1)What is a tax-exempt lease?; 2)Who is and is not eligible?; 3) How cumbersome are municipal documents? 4) Who is responsible for maintenance, property taxes, insurance, and other operating expenses? 5) Why would I enter into a tax-exempt lease? 6) Should the dealer/manufacturer act as the lessor in the lease? How does this affect the lessee? 7) Can they finance modular equipment/furniture? 8) Who owns the equipment?"

This case study explores the progression of modular construction over a five year period - from the single wood framed relocatable classroom through to the multi-story steel and concrete building addition - all on one school site in Toronto, Canada.

Offers suggestions on choosing modular space for schools. Advice is provided based on school needs: (1) How soon is the space needed? Is there a crisis situation or time to plan? (2) How much flexibility is needed for relocation? and (3) What are the financing issues? Is it better to buy or lease?

This article describes how modular construction enabled Newark Charter School in Newark, Delaware to meet its deadlines, tight budget, house 435 students between the fifth and seventh grades, and fulfill the community's needs for after-school activity and meeting space.

Describes an architect's success in designing modular units for a classroom addition for the Paterson, New Jersey Public School District. The design challenges are discussed, as well as the architect's understanding of the modular process.

Highlights the history of the modular classroom industry and emergence of the Modular Building Institute. Analyzes the differences between temporary portable classrooms and permanent modular additions. Also examines the possible influence of modular classrooms on future facility design and the ways that educational facilities officials are saving time and money by "going modular." Also describes EnergySmart Schools.

This discusses three approaches to finding the right building for a charter school: 1) Finding an available existing school building that can be occupied by the new charter school; 2) Finding and renovating an existing industrial or commercial building; and 3) Finding a suitable site and constructing a new charter school building. Schedule, quality and cost are a common concern of all three approaches. This also recommends considering modern steel and concrete modular construction technology that can provide a new school in as little as six months.

Case study of the Arlington, Texas Independent School District that needed 103 permanent kindergarten classrooms with complete site development at 37 separate locations all in less than 15 months. The district used design-build as their project delivery system, and permanent modular construction to solve their problem.

Explains how modular buildings are uniquely qualified to solve space crunch problems, budgetary concerns, and time pressures when expanding and improving educational facilities.

Describes the redesigned features of the Edison Schools of New York, a for-profit company which runs 113 public charter schools in "partnership" with local school districts. Designs are modular assemblies focused on technology with no blackboards, bookcases, or windows. Photos are included.

Presents several examples of modular building construction being used be school districts to support their need for more space, building flexibility, and enhancement of the learning environment. Comparisons with traditionally built school facilities are offered as are answers to commonly held myths concerning modular construction.

Hardy Holzman Pfeiffer Associates design for the addition of an upper school to the Salisbury School in Maryland involved three separate structures: the central dome, the classroom wing, and the gymnasium. From the outside, the school resembles an assemblage of prefabricated parts, namely the dome, the corrugated-steel arches that links the domes to vinyl-sided wings, and the aluminum antennae that act as trellises. Inside, each classroom is unique in terms of its size, shape, and character.

Don't confuse modular buildings with portable ones. Examines how modular educational facilities can provide a viable alternative in building construction when speed and safety are key construction issues. Explains the durability of modular structures, their adherence to building codes, and the flexibility that they provide in design and appearance. The advantages to modular construction are also highlighted. school lighting systems.

Modular building means no weather delays, materials shortages, or worries about subcontractors not showing up.

School districts are using modular buildings to keep costs down and solve space problems. Modular space can be configured as classroom complexes or portable classrooms. The various uses of modular buildings is discussed as well as what administrators should consider when adding modulars, including using suppliers as consultants, planning site visits, and using turnkey services to help ensure optimal results.

Explores how the myths of modular construction for schools began and the advances made in steel and modular construction. The major advantages of using permanent modular construction for schools are highlighted, including its rapid construction, use of standard building materials, financial flexibility, and durability.

Modular leasing is an alternative for school facility planning.

In addition to cost savings, author claims that modular classrooms enable school districts to respond quickly to increased enrollments. Government officials and school administrators have endorsed modular technology because of three major benefits: (1) design advantages; (2) upgrade in finishes; and (3) financing trends.

Modular construction of school buildings offers speed of construction, with 100 percent contractor responsibility for the completed structures. Under negotiated terms, modular projects can be purchased outright or through long-term leasing arrangements that provide ownership at the end of the lease period.